cs702 - QT2

CS702 - Computer Programming II period 6 - Second Marking Period

Thursday January 22, 2015
12:16 - 1:24 pm
Jan 22 Schedule.png

Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Learning Target: Use math functions.
Learning Target: Develop correct compound control expressions for the logical situations involved.
Objective: Create a program that uses loops to repeat and to catch bad data.

Think about how you could do your EngineD.cpp program in Scratch.

C++ Filename: EngineDiameter.cpp

Start with the Continue.cpp template.
Include bad data while loops as necessary.

Finish all back assignments.
Scratch Filename: EngineDiameter.sb (Directions in binder.) Refer to the EngineD.cpp program also.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday January 16, 2015
12:54 - 1:24 pm
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Learning Target: Use math functions.
Learning Target: Develop correct compound control expressions for the logical situations involved.
Objective: Create a program that uses loops to repeat and to catch bad data.

Think about how you could do your EngineD.cpp program in Scratch.

C++ Filename: EngineDiameter.cpp

Start with the Continue.cpp template.
Include bad data while loops as necessary.

Finish all back assignments.
Scratch Filename: EngineDiameter.sb (Directions in binder.) Refer to the EngineD.cpp program also.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Mid Term Multiple Choice
C++ Filename: EngineDiameter.cpp

Start with the Continue.cpp template.
Include bad data while loops as necessary.

Have previous programs checked.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Early Dismissal Day - No Do Now

Mid Term Multiple Choice

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday January 13, 2015
12:54 - 1:24
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Learning Target: Use math functions.
Learning Target: Develop correct compound control expressions for the logical situations involved.
Objective: Create a program that uses loops to repeat and to catch bad data.

C++ Filename: EngineDiameter.cpp

Start with the Continue.cpp template.
Include bad data while loops as necessary.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday January 9, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Learning Target: Use math functions.
Learning Target: Develop correct compound control expressions for the logical situations involved.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil Handout: Analyze the handout, Number of Cylinders Constraints, and fill in the new condition that can be used as the control expression for the bad data while loop for the number of cylinders.
Write the answer on the Number of Cylinders Constraints handout and on the weekly Do Now paper. Turn in this weeks Do Now sheet.

Read: In the green and gold textbook, read Chapter 9 Section 3 Library Functions pages 170-172.
C++ Filename: EngineDiameter.cpp

Start with the Continue.cpp template.
Include bad data while loops as necessary.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday January 8, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Learning Target: Use math functions.
Learning Target: Develop correct compound control expressions for the logical situations involved.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil: Look at the output for the EngineDiameter.cpp program on your direction pages in your binder.
1. What is bad data for the horsepower?
2. What are the 3 constraints for the number of cylinders based on the error message, "You must enter an even integer from 2 to 50."? Write 3 different conditions using the correct relational operators.
3. Is 2 good data for the number of cylinders?
4. Is 0 bad data for the number of cylinders?
5. Is 1 good data for the number of cylinders?
6. Is 8 bad data for the number of cylinders?
7. Is 49 good data for the number of cylinders?
8. Is 50 bad data for the number of cylinders?
9. Is 51 good data for the number of cylinders?
10. Is 52 bad data for the number of cylinders?
11. Rewrite the 3 conditions from number 2 so that they will be true when the data is bad.

Go over: Do Nows from Tuesday and Wednesday.
Read: pages 170 - 171 in the green and gold textbook and look up square root under Power Function at http://www.cplusplus.com/reference/cmath/
C++ Filename: EngineDiameter.cpp

Start with the Continue.cpp template which is available at the right -->.
Include bad data while loops as necessary.

Have previous programs checked.
Critical Information: To repeat an entire program without re-running it, add a "Continue While Loop".
Critical Information: A while loop is good for catching bad data because it the user might enter bad data several times before getting it right.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday January 7, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Objective: Create a program that uses loops to repeat and to catch bad data.

Paper and Pencil: h = d^2*N/2.5
1. Find the horsepower, h, when the diameter is 3 and the number of cylinders, N is 8.
2. Find the diameter when the horsepower is 14 and the number of cylinders is 2.
3. Solve the formula for the diameter, keeping the diameter, the number of cylinders, and horsepower as variables.

C++ Filename: EngineDiameter.cpp

Start with the Continue.cpp template.
Include bad data while loops as necessary.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday January 6, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use looping to enhance programs.
Objective: Create a program that requires the use of the modulus operator, continue while loop, and bad data while loop.

1. Calculate how many feet and inches there are in 3456 inches.
2. Calculate how hours, minutes and seconds there are in 33333 seconds.
3. You will need 1 variable for accepting input. At least how many additional variables will you need to calculate and output the answer for the program ConvertSeconds.cpp?

C++ Program: ConvertSeconds.cpp Start with the Continue.cpp template. (More directions in binder.)
Create a program in C++ in which the user inputs a number of seconds and the program outputs the number of hours, minutes, and seconds that it is equivalent to. Use the modulus operator, %, to calculate the remaining minutes and seconds.

Input Seconds	Output Hours	Output Minutes	Output Seconds
-1234
-1
16888	4	41	28
7000	1	56	40

Critical Information: To repeat an entire program without re-running it, add a "Continue While Loop".
Critical Information: A while loop is good for catching bad data because it the user might enter bad data several times before getting it right.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday January 5, 2015
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Objective: Explain programming phenomena in terms of concepts.
Learning Target: Use looping and branching to enhance programs.

1. How was your vacation?
2. What did you do over the break?
3. Did you do any computer science over the break?

NOBODY TOLD ME THE ScoreRaterRepeat.cpp Questions PACKET WAS MISSING PAGE 2!!!!!!
Let's do it now.
Many of you need to do the TrapArea.cpp Question packet and turn that in.
C++ Filename: VolBox.cpp Follow the directions in your binder. This program must have all of the following:

Continue while loop
Bad data while loops
A bad data counter for counting the times that bad data was entered for one particular box.
A total bad data variable for keeping track of the total number of times that bad data was entered for all boxes.
Output of the bad data count for one box needs to be displayed after the volume for that box.
Output of the bad data count for the total of all boxes must be displayed after the no more box data will be entered.
If no bad data was entered, no bad data output should be displayed.
If bad data was entered only 1 time the output must use reflect the singularity in the grammar.
The program must contain:
- 1 continue while loop
- 3 bad data while loops
- if statements
- if else statements

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday & Tuesday December 22 & 23, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Objective: Explain programming phenomena in terms of concepts.
Learning Target: Use looping and branching to enhance programs.

Read: Read page 5 of Explanations on Topics in TrapArea.cpp
Paper and Pencil:
1. When it is necessary to provide 2 different error messages, use an "if else" inside the bad data (_) loop.
2. The cin for the new data item will be after the "if else" is complete, so that you will only need 1 (_) inside the bad data while loop.
a. cout b. cin c. { d. }
3. True or False: The program may get to an else, by process of elimination.
4. char data literals are displayed inside (_) quotes. a. double b. single c. no
5. True or False: C++ is case-sensitive.

Continue while loop
Bad data while loops
A bad data counter for counting the times that bad data was entered for one particular box.
A total bad data variable for keeping track of the total number of times that bad data was entered for all boxes.
Output of the bad data count for one box needs to be displayed after the volume for that box.
Output of the bad data count for the total of all boxes must be displayed after the no more box data will be entered.
If no bad data was entered, no bad data output should be displayed.
If bad data was entered only 1 time the output must use reflect the singularity in the grammar.
The program must contain:
- 1 continue while loop
- 3 bad data while loops
- if statements
- if else statements

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday December 19, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Objective: Explain programming phenomena in terms of concepts.
Learning Target: Use looping and branching to enhance programs.

Read: Read page 4 of Explanations on Topics in TrapArea.cpp
Paper and Pencil:
1. And (&&), or (||), and not (!) are (_) operators. a. relational b. logical c. addition d. modulus
2. To take 2 different courses of action based on whether a control expression is (_) or (_), use an "if else" statement.
3. The statements following "if" will be executed when the control expression is (_).
4. The statements following "else" will be executed when the control expression is (_).
5. Is there a semicolon after the control expression in an "if" or "if else" statement? Yes or No
6. Is there a semicolon after the keyword else? Yes or No

Paper and Pencil Assignment: Questions on TrapArea.cpp
C++ Filename: Continue.cpp Follow the directions in your binder. You must type all of the comments.
C++ Filename: VolBox.cpp Follow the directions in your binder. This program must have all of the following:

Continue while loop
Bad data while loops
A bad data counter for counting the times that bad data was entered for one particular box.
A total bad data variable for keeping track of the total number of times that bad data was entered for all boxes.
Output of the bad data count for one box needs to be displayed after the volume for that box.
Output of the bad data count for the total of all boxes must be displayed after the no more box data will be entered.
If no bad data was entered, no bad data output should be displayed.
If bad data was entered only 1 time the output must use reflect the singularity in the grammar.
The program must contain:
- 1 continue while loop
- 3 bad data while loops
- if statements
- if else statements

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday December 18, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Objective: Explain programming phenomena in terms of concepts.
Learning Target: Use looping and branching to enhance programs.

Read: Read page 3 of Explanations on Topics in TrapArea.cpp
Paper and Pencil:
1. When a control expression is true does it always imply something good? Yes or No
2. With a while loop that catches bad data, the loop will not be (_) until good data is provided. a. executed b. exited c. compiled
3. A compound condition means that you have 2 or more conditions in the control expression that are connected with (_) or (_).
4. Is it possible that there is more than one way to have bad data? Yes or No
5. A bad data while loop is executed when the data is "truly" (_). a. good b. bad c. non-existent

C++ Filename: TrapArea.cpp Follow the directions in your binder. Some lines of code have missing parts that you must add.
Check your program with all of the test data provided before having it checked.
Paper and Pencil Assignment: Questions on TrapArea.cpp
Critical Information: To repeat an entire program without re-running it, add a "Continue While Loop".
Critical Information: A while loop is good for catching bad data because it the user might enter bad data several times before getting it right.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday December 17, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Objective: Explain programming phenomena in terms of concepts.
Learning Target: Use looping and branching to enhance programs.

Read: Read page 2 of Explanations on Topics in TrapArea.cpp
Paper and Pencil:
1. The block of code that is the action of a while loop should be (_) by pressing the space bar 5 times on the line after the {.
2. The (_) of the program skips from the first curly brace to the ending curly brace when the control expression is (_).
3. In general, start a program with a brief explanation of what the program does, then ask the user if he or she is interested in actually (_) the program.
4. The continue while loop that is shown will have a false for the control expression except when the user types which characters?
5. The control expression of a while loop that is used for catching bad data should be true when the data is (_).
6. Why is a while loop better for catching bad data than an "if" or an "if else"?

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday December 16, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Objective: Explain programming phenomena in terms of concepts.
Learning Target: Use looping and branching to enhance programs.

Read: Read page 1 of Explanations on Topics in TrapArea.cpp
Paper and Pencil:
1. A control expression can also be called a (_) or a (_).
2. != is the relational operator for the phrase, (_).
3. A control expression that is true has a value that is displayed as the number (_).
4. True or False: A control expression must be part of a statement.
5. A control expression is not a line of (_) in of itself.
6. Is (Expense != Cost - 20) an example of a control expression? Yes or No
7. True or False: Using a semicolon after the control expression of a while loop will cause a compiler error.
8. True or False: Using a semicolon after the control expression of a while loop will cause the actions that are meant to be executed when the condition is true, to be executed no matter what.
9. If the value of the control expression in a while loop never changes to false, the loop will execute forever, which is called an (_) loop.

C++ Filename: TrapArea.cpp Follow the directions in your binder. Some lines of code have missing parts that you must add.
Critical Information: To repeat an entire program without re-running it, add a "Continue While Loop".
Critical Information: An "if else" statement allows for branching between to choices based on whether the condition is true or false.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday December 15, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Objective: Apply the concepts from the Scratch program in C++. (DOK Level 3)
Objective: Test code. (Critique - DOK Level 3)

Paper and Pencil:
What is wrong with each of these lines of code?
1. while (Continue == "Y" || Continue == "y")
2. while (Length <= '0')
3. cin (Radius == 2 * Diameter);

C++ Filename: DivideContinue.cpp Create the same program as DivideContinue.sb in C++.
Critical Information: To repeat an entire program without re-running it, add a "Continue While Loop" or similar loop in Scratch.
Critical Information: An "if" statement adds extra code to be executed only when the condition is true.

This is Computer Science Education Week!!!!!!!
code.org/learn
Find a fun and challenging tutorial to do for ONE HOUR OF CODE.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday December 12, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Objective: Apply the concepts from the Scratch program in C++. (DOK Level 3)
Objective: Test code. (Critique - DOK Level 3)

No Do Now as a present for having a long Do Now on Monday!

This is Computer Science Education Week!!!!!!!code.org/learnFind a fun and challenging tutorial to do for ONE HOUR OF CODE.
C++ Filename: DivideContinue.cpp Create the same program as DivideContinue.sb in C++.
Back Assignments to Have Checked/Turned in: ScoreRaterRepeat.cpp &ScoreRaterRepeat.cpp Questions
Critical Information: To repeat an entire program without re-running it, add a "Continue While Loop" or similar loop in Scratch.
Critical Information: An "if" statement adds extra code to be executed only when the condition is true.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday December 11, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Objective: Apply the concepts from the Scratch program in C++. (DOK Level 3)
Objective: Test code. (Critique - DOK Level 3)

Paper and Pencil: Look at the script for DivideContinue.sb to answer the questions as you plan your DivideContinue.cpp program in C++.
1. How many "while" loops will you use in your DivideContinue.cpp program?
2. How many "if" statements will you use in the program?
3. How many integer variables do you need for your program?
4. How many float variables do you need for your program?
5. How many character variables do you need for your program?
6. Will one set of data test all lines of code of the program? Yes or No

Finish Scratch Program: DivideContinue.sb Create the program and add comments. Directions in your binder. Have yours checked!
C++ Filename: DivideContinue.cpp Create the same program as DivideContinue.sb in C++.
Back Assignments to Have Checked/Turned in: ScoreRaterRepeat.cpp &ScoreRaterRepeat.cpp Questions
Critical Information: To repeat an entire program without re-running it, add a "Continue While Loop" or similar loop in Scratch.
Critical Information: An "if" statement adds extra code to be executed only when the condition is true.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday December 10, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Objective: Apply the concepts from the Scratch program in C++. (DOK Level 3)
Objective: Test code. (Critique - DOK Level 3)

Paper and Pencil:
1. For a better reading experience for the user, the programmer needs to place (_) in the literal strings before and after variables.
2. The situation described in #1 is necessary for both Scratch programs and (_) programs.
3. True or False: Programmers expect proper indenting from other programmers.
4. Actions of "if", "else", "while" should be (_).
a. typed at the left margin b. indented
5. Curly braces are needed around blocks of code for the actions of "if", "else", and "while" when there is more than (_) line of code in the block.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday December 9, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use loops and if statements appropriately.

Paper and Pencil:
1. What is a benefit to using a "Continue While Loop"?
2. Since there isn't a "while" in Scratch, what might you use instead if you are making a program in Scratch?
3. True or False: An "if" statement adds extra code to be executed only when the condition is true.
4. True or False: An "if else" statement is for branching between two courses of action based on the value of the control expression (condition).
5. Where does execution of code pick up, when an "if" statement has a control expression (condition) that is false?

Watch: Demonstration of DivideContinue.sb
Scratch Filename: DivideContinue.sb Create the program and add comments. Directions in your binder.
Back Assignments to Have Checked/Turned in: ScoreRaterRepeat.cpp &ScoreRaterRepeat.cpp Questions
Critical Information: To repeat an entire program without re-running it, add a "Continue While Loop" or similar loop in Scratch.
Critical Information: An "if" statement adds extra code to be executed only when the condition is true.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves

Monday December 8, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use nested if else statements.
Learning Target: Use a continue while loop to repeat the execution of the program.

Paper and Pencil: Look at the ScoreRater.cpp program on pages 37 and 38 of the black paper back textbook to answer these questions.
Read pages 35 to 43 in the black Dawson textbook.
1. Write what seems to be the most important sentence on page 35.
2. Write what seems to be the most important sentence on page 36.
3. Write what seems to be the most important sentence on page 38.
4. Write what seems to be the most important sentence on page 39.
5. Write what seems to be the most important sentence on page 40.
6. Write what seems to be the most important sentence on page 41 or 42
Be prepared to defend you choices.

Finish Filename: ScoreRaterRepeat.cpp Directions are in your binder.
Paper and Pencil Handout: ScoreRaterRepeat.cpp Questions If you are getting confused, be careful and discuss it with another student.
Critical Information: Not all lines of a program will be executed.
Critical Information: In an if else statement, only one part will be executed, either the if actions or the else actions, so nested code may or may not be executed depending on the conditions.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday December 5, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use nested if else statements.
Learning Target: Use a continue while loop to repeat the execution of the program.

Paper and Pencil: Look at the ScoreRater.cpp program on pages 37 and 38 of the black paper back textbook to answer these questions.
1. How many cout statements are there?
2. How many of the cout statements will be executed?
3. If you were to change the value of the variable Score, what range of values for Score will result in only the first cout statement being executed?
4. What is the range of values for the variable Score that will make 4 cout statements execute?
5. What is the range of values for the variable Score that will make 5 cout statements execute?

Filename: ScoreRaterRepeat.cpp Directions are in your binder. Use the program to check your answers to the Do Now.
Critical Information: Not all lines of a program will be executed.
Critical Information: In an if else statement, only one part will be executed, either the if actions or the else actions, so nested code may or may not be executed depending on the conditions.
Have all finished but unchecked programs checked today! Turn in Do Now sheet for the week.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday December 4, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use decision making and if else branching based on a control expression using the modulus operator.
Learning Target: Use a continue while loop to repeat the execution of the program.

Paper and Pencil:
What is missing from each of these lines of code? There answer for some might be "nothing".
1. cout << Enter your age;
2. cin >> Age
3. while Age <= 0
4. {
5. cout < "Oops. Use an age from 1 to 120. ";
6. cin Age;
7.
8. if (Age >= 18)
9. cout << "You are old enough to vote."
10. else
11. cout << "You are not old enough to vote yet.

C++ Filename: EvenOdd.cpp See directions in your binder.
C++ Filename: EvenOddContinue.cpp See directions in your binder.
Critical Information: An "if else" statement is used for branching 2 ways, depending on whether the control expression is true or false.
Critical Information: It is easy to remember that when the condition is false the action under the "else" is done, since "false" and "else" sound similar, both ending in "lse".
Have all finished but unchecked programs checked today!

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday December 3, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Use decision making and if else branching based on a control expression using the modulus operator.
Learning Target: Use a continue while loop to repeat the execution of the program.

Paper and Pencil:
1. Are all while loops, bad data while loops? Yes or No
2. A condition (control expression) evaluates to true or (_).
3. While (_) have conditions.
4. True or False: A control expression (condition) is also used for branching.
5. In an if else statement, there are how many branches?
6. When a number is even, it is divisible by (_).
7. When you divide 34 by 2, what is the remainder?
8. When you divide -17 by 2 what is the remainder?
9. What is the relational operator for equals?
10. What is the logical operator for "or"?

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday December 2, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Count occurrence of bad data.
Learning Target: Use bad data while loops.

Paper and Pencil:
1. What operator do we use to calculate the remainder?
2. What type of data must be used with the modulus operator?
3. When your program has bad data while loops, what kind of data must you use to test if the bad data while loops work correctly?
Look at the code for LostFortune.cpp in your binder.
4. What would be bad data for the variable, Adventurers?
5. What would be bad data for the variable, Killed?

Critical Information: Bad data is caught with a "while loop" because the program must catch the bad data, no matter how many times the user makes a mistake.
Critical Information: A "while loop" checks the value of the control expression (condition) before the loop is entered.
C++ Program Revision: LostFortuneBD.cpp Refer to the LostFortuneBD.cpp with Bad Data While Loops sample output paper in your binder.
C++ Program Revision: LostFortuneBDcount.cpp Now that you know your bad data while loops are working, add one bad data counter to the program. Refer to the LostFortuneBDCount.cpp with Bad Data Counters sample output paper in your binder.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday December 1, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Count occurrence of bad data.
Learning Target: Use bad data while loops.

Paper and Pencil:
New assigned seats on Monday!
1. True or False: int Count; is a declaration.
2. True or False: Count = 0; is an initialization.
3. True or False: Count++; increments the value of Count by one.
4. True or False: cout << "The event happened " << Count << " times.\n"; is output.
5. What is the value of Down after this section of code?

Critical Information: Bad data is caught with a "while loop" because the program must catch the bad data, no matter how many times the user makes a mistake.
Critical Information: A "while loop" checks the value of the control expression (condition) before the loop is entered.
C++ Program Revision: TravelBDcounter.cpp (Follow directions in binder to revise your Travel.cpp program.)
Call the new version of the program TravelBDcounter.cpp.
To earn a higher score, include one or more bad data counters.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday November 25, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Count occurrence of bad data.
Learning Target: Evaluate control expressions (conditions) with relational and logical operators.

Paper and Pencil:
New assigned seats on Monday!
1. True or False: If the value of the control expression (condition) is true the while loop will be executed.
2. True of False: If the value of the control expression (condition) is false the while loop will be executed.
3. True or False: If the value of the control expression (condition) starts as true and never changes to false, the loop will never be exited.
4. True or False: An infinite loop is one that is never exited.
5. True or False: The value of a variable that appears in the control expression (condition) of the while loop must change somewhere inside the loop so that the value of the control expression changes or the loop will be an infinite loop.

Critical Information: Bad data is caught with a "while loop" because the program must catch the bad data, no matter how many times the user makes a mistake.
Critical Information: A "while loop" checks the value of the control expression (condition) before the loop is entered.
C++ Program Revision: TravelBDcounter.cpp (Follow directions in binder to revise your Travel.cpp program.)
Call the new version of the program TravelBDcounter.cpp.
To earn a higher score, include one or more bad data counters.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday November 24, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Count occurrence of bad data.
Learning Target: Evaluate control expressions (conditions) with relational and logical operators.

Paper and Pencil:
New assigned seats!
Look up the following words at ninjawords.com
1. Define the verb, implement.
2. Define the noun, condition. Touching Mouse Pointer.png

3. Define the noun, conditional.
4. Define the verb, execute as it relates to a computer program.
5. Is the condition pictured to the right, currently true or false?
6. Is the control expression below currently true or false?
User enters 12.50 for income.
(income >= 12000)

Critical Information: Bad data is caught with a "while loop" because the program must catch the bad data, no matter how many times the user makes a mistake.
Critical Information: A "while loop" checks the value of the control expression (condition) before the loop is entered.
C++ Program Revision: TravelBDcounter.cpp (Follow directions in binder to revise your Travel.cpp program.)
Call the new version of the program TravelBDcounter.cpp.
To earn a higher score, include one or more bad data counters.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday November 21, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Count occurrence of bad data.
Learning Target: Evaluate control expressions (conditions) with relational and logical operators.

Paper and Pencil:
1. What is wrong with this bad data while loop?
BadDataWhile wrong.png

2. What do you think an infinite loop is?

C++ File: RectArea.cpp

Add a variable to the program and insert the necessary line of code in the correct places to count how many times the user types bad data.
For a higher score, make 2 variables, 1 to count the bad data for length and the other to count bad for the width.
Add output to the program to inform the user of the number of times bad data was enter for the length and for the width.

C++ Filename: CircleArea.cpp

Write a program to calculate the area of a circle, when the user provides the radius.
Define the const for pi as 3.14159.
Include a bad data while loop.
Count the number of times bad data was used.
Output all results.

Revise old programs by adding the appropriate bad data while loops to them.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday November 20, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Count occurrence of bad data.
Learning Target: Evaluate control expressions (conditions) with relational and logical operators.

Paper and Pencil:
1. What is the formula for the area of a circle?
2. What kind of data is acceptable for the radius?
3. Write the constant definition for pi using 3.14159.
4. Write a bad data while loop that will follow this line of code cin >> Radius;

C++ File: RectArea.cpp

Add a variable to the program and insert the necessary line of code in the correct places to count how many times the user types bad data.
For a higher score, make 2 variables, 1 to count the bad data for length and the other to count bad for the width.
Add output to the program to inform the user of the number of times bad data was enter for the length and for the width.

C++ Filename: CircleArea.cpp

Write a program to calculate the area of a circle, when the user provides the radius.
Define the const for pi as 3.14159.
Include a bad data while loop.
Count the number of times bad data was used.
Output all results.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Wednesday November 19, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Recognize branching and looping statements.
Learning Target: Evaluate control expressions (conditions) with relational and logical operators.

Paper and Pencil:
1. Can positive numbers be multiplied?
2. Can negative numbers be multiplied?
3. Can numbers be multiplied by 0?
4. Can fraction be multiplied?
5. Can decimals be multiplied?
6. Can integers be mutliplied?
7.Are there restrictions on what kind of numbers can be multiplied?
8. Do numbers that are not specific to anything have units of measure?
9. What operation is used when calculating the area of a rectangle, given the length and width in the same units?
10. Which of the following are meaningless for calculating the area of a rectangle? List all that are meaningless.
a.) integers b.) decimals c.) fractions d.) negatives e.) zero f.) positives
11. What is one possible unit of measure for the length of a rectangle?
12. What would be the unit of measure of the area of a rectangle that has a length and width in that unit of measure from #11?
13. If you were writing programs, which would be more complicated, one that calculates the product of 2 numbers or one that determines the area of a rectangle?

Discussion and Demonstration: Ways to catch bad data
C++ Program: RectangleAreaBadData.cpp

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Tuesday November 18, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Recognize branching and looping statements.
Learning Target: Evaluate control expressions (conditions) with relational and logical operators.

Paper and Pencil:
1. How many places must you go to be telling the truth when you say this? "I am going to the store or the bank."
2. How many places must you go to be telling the truth when you say this? "I am going to the store and the bank."
3. How many places must you go to be telling the truth when you say this? "I am going to the store, the pool, or the bank."
4. How many places must you go to be telling the truth when you say this? "I am going to the store, the pool, and the bank."
5. Does someone know where you are going specifically if you say this? "I am not going to the store." Yes or No
6. What is the opposite of true?
7. What is the opposite of false?
8. True on a computer is represented by what integer?
9. False on a computer is represented by what integer?

Paper and Pencil Handout: Evaluate Control Expressions Part I
Have all previous worked checked, turned in, fixed, ......

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Monday November 17, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Recognize branching and looping statements.
Learning Target: Evaluate control expressions (conditions) with relational and logical operators.

Paper and Pencil:
1. What do you think an "if ... else..." statement does?
2. What do you think a "while" is used for?
3. In our goal, you see the words branching and looping. Is "if ... else..." used for branching or looping?
4. In our goal, you see the words branching and looping. Is "while..." used for branching or looping?
5. Show the steps you use to determine whether this condition is true or false when Angle = -5.
(Angle > 0 && Angle < 90)
6. The value of Continue was entered by the user as the character, Y. Is this condition (control expression) true or false.
(Continue == 'Y' || Continue == 'y')

Read: In the green and gold textbook read pages 116 to 123.
C++ Filename: While.cpp You must type all of the comments.

Add a variable for counting the number of divisions that were made.
Increment the counter with ++ in the appropriate place in the program.
Output the number of times after the loop is finished.

Paper and Pencil Handout: Section 7.1 Questions
C++ Program: TrueFalse.cpp

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Friday November 14, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Recognize relational and logical operators.

Paper and Pencil:
1. What does && stand for?
2. What does || stand for?
3. What does ! stand for?
4. What is the order of operations for logical operators, &&, ||, !
5. How many thing must be true when you are using "or" as the logical operator?

Read: In the green and gold textbook read pages 116 to 123.
C++ Filename: While.cpp You must type all of the comments.

Add a variable for counting the number of divisions that were made.
Increment the counter with ++ in the appropriate place in the program.
Output the number of times after the loop is finished.

Paper and Pencil Handout: Section 7.1 Questions
C++ Program: TrueFalse.cpp

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Save your file to the desktop and to your flash drive. Then upload it to your Gaggle digital locker.
Delete your files off the desktop and empty the recycle bin. Remove your flash drive safely and put it in the ring of your binder.
Turn in papers and return your binder and books to the white shelves.

Thursday November 13, 2014
Goal: Students will be able to implement, analyze, debug, and create algorithms that make decisions for branching and looping to produce programs that are as good as the benchmarks.
Learning Target: Recognize relational and logical operators.

Paper and Pencil:
1. What do you think a loop is or does?
2. Do you think that there is more than one kind of loop? Yes or No
3. What do you think a condition is?

Read: In the green and gold textbook read pages 116 to 123.
C++ Filename: While.cpp You must type all of the comments.

Add a variable for counting the number of divisions that were made.
Increment the counter with ++ in the appropriate place in the program.
Output the number of times after the loop is finished.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Paper and Pencil:

1. Which of these is the correct C++ notation for this situation? i = prt where i is the interest in dollars, p is the principal in dollars, r is the interest rate as a percent, and t is the time in years.	2. What is the output for this section of code? int Dividend = 18; int Divisor = 7; int Quotient, Remainder; Quotient = Dividend / Divisor; Remainder = Dividend % Divisor; cout << "Quotient = " << Quotient << " and Remainder = " << Remainder;
a. i = p * r * t; b. t = i + p * r; c. i = p * r / 100 * t; d. i = p * r / (100 * t);	a. Quotient = 2.571428571 and Remainder = 2 b. Quotient = 3 and Remainder = .571428571 c. Quotient = 2 and Remainder = 0 d. Quotient = 2 and Remainder = 4

3. When a float is typecast as an integer is the value rounded or truncated?
4. What is the difference between rounding and truncating?
Read page 81 and 82 in the green and gold textbook.

5. Is this an example of promotion or typecasting? int NumPeople = 2; float Money = 44.22; dollars float SharePerPerson; SharePerPerson = Money / NumPeople;	6. Is this an example of promotion or typecasting? int NumPeople = 2; float Money = 44.25; The 25 cents is a quarter and will not be shared. The $44 are all in $1 bills. int SharePerPerson; SharePerPerson = int(Money) / NumPeople
promotion typecasting	promotion typecasting

Get help on corrections as needed.
Turn in all back assignments and corrected assignments.
Have all ungraded programs checked.

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Paper and Pencil:
1. True or False: Score = Score + 1; will result in the same value in Score as Score++;
2. Draw the increment operator.
3. Write the line of code that will increment the variable Score by 1 using the increment operator.
4. True or False: Since the ++ is after the variable in the statement k = n++; the value of unincremented n will be assigned to k and after that, n will be incremented by one.
5. True or False: Since the ++ is before the variable in the statement k = ++n; the value of incremented n will be assigned to k because the incrementing happens before the assignment.

Discuss: Discuss problems with recent assignments.
Fix Paper and Pencil Handout: Chapter 5 Math Operations Questions (refer to all of Chapter 5 in the green and gold textbook.)

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Paper and Pencil:
1. Draw the symbol that is the assignment operator.
2. Draw the symbol that is the modulus operator.
3. Using the modulus operator calculates what? (One word answer)
4. What data type is necessary for using the modulus operator?
5. True or False: If the variables were declared as a different type, but you temporarily need them to be another type you can typecast them by surrounding the variable with parentheses and putting the data type you need at that moment in front of it.

Discuss: Discuss problems with recent assignments.
Finish Paper and Pencil Handout: Chapter 5 Math Operations Questions (refer to all of Chapter 5 in the green and gold textbook.)

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Paper and Pencil:
1. Declare 3 variables that you will need to calculate the remainder of 2 numbers.
2. Write an assignment statement for calculating the remainder. Use the variables you declared in #1.
3. Write the code that will produce this output when the first number is 33 and the divisor is 4. Your output statement must include the 3 variables from #1.
The remainder of 33 divided by 4 is 1.

Critical Information: Percent means divided by 100.
Critical Information: If decimals are used or decimals are desired as results in an assignment statement, the variable should be declared as the data type, float.
Finish Paper and Pencil Handout: Questions on Section 5.3
Finish C++ Filename: Typecast.cpp
Paper and Pencil Handout: Chapter 5 Math Operations Questions (refer to all of Chapter 5 in the green and gold textbook.)

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Paper and Pencil:
1. On the Chapter 5 Math Operations Questions page 1 Completion #3 what data type should be used?
2. On the Chapter 5 Math Operations Questions page 1 Completion #2 what variable appears more than once in the assignment statement because there is no ^ used in C++?
3. On the Chapter 5 Math Operations Questions page 1 Completion #4 what numeric literal is used in the formula since the TaxRate will be provided as a percent?
4. What mathematical operation does the word "per" indicate?
5. The word "cent" can be replaced with what number?

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Paper and Pencil:
1. Write 5.37x10^3 in exponential notation.
2. Write 0.00000789 in exponential notation.
3. Write 345,000,000,000 in exponential notation.
4. Write 2.16e-4 in regular notation.
5. What data type would be used for all of the above numbers?

Critical Information: Typecasting allows a temporary change of data type so an operation can be performed.
Critical Information: The modulus operator only works with integer data.
Finish Paper and Pencil Handout: Questions on Section 5.3
Finish C++ Filename: Typecast.cpp
Paper and Pencil Handout: Chapter 5 Math Operations Questions (refer to all of Chapter 5 in the green and gold textbook.)

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Paper and Pencil:
1. What do you think overflow means in a computer program?
2. What are some synonyms for truncate?
3. How are truncation and rounding different?

Critical Information: Typecasting allows a temporary change of data type so an operation can be performed.
Critical Information: The modulus operator only works with integer data.
Read: In the green and gold textbook, read pages 81 - 86
Paper and Pencil Handout: Questions on Section 5.3
C++ Filename: Typecast.cpp

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Paper and Pencil:
1. Explain what is wrong with this line of code.
Average = Score1 + Score2 + Score3 / 3;

Critical Information: When two floats are divided, the answer will be a float.
Critical Information: When two integers are divided, the result will be an integer.
Read: In the green and gold textbook, read pages 70 - 76
Paper and Pencil Handout: Questions on Section 5.1
Read: In the green and gold textbook, read pages 77-80
Paper and Pencil Handout: Questions on Section 5.2

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.

Paper and Pencil:
Type these into a calculator exactly as they appear here and compare to your answers from yesterday.
1. 2 + 6 / 3 + 1 * 6 - 7
2. (2 + 6) / (3 + 1) * 6 - 7
3. (2 + 6) / (3 + 1) * (6 - 7)

Paper and Pencil in Binder: Activity Log and Reflection (5 min)

Track your progress on the current assignment.
Reflect on what you learned today with a sentence that can start with one of the prompts shown at the bottom of the sheet.